UNIVERSITY OF TEESSIDE

TEESSIDE BUSINESS SCHOOL

UNDERGRADUATE DISSERTATION HANDBOOK

Final Year 2007-08

Contents 1. 2. 3. Introduction .......................................................................................................................... 3 Timetable ............................................................................................................................. 4 The Dissertation Module and Assessment Format ............................................................... 5 3.1. 3.2. 3.3. 4. 4.1. 4.2. 4.3. 4.4. 4.5. 5. 5.1. 5.2. 5.3. 5.4. 6. 6.1. 6.2. 6.3. The Research Proposal ................................................................................................ 5 The Dissertation............................................................................................................ 7 Dissertation Assessment ............................................................................................ 10 Styles of Supervision .................................................................................................. 11 What you can expect from your Supervisor ..... 12 What you can't expect from your Supervisor ............................................................... 13 What is expected from the Student ............................................................................. 13 Difficulties ................................................................................................................... 14 Policy .......................................................................................................................... 14 Research Ethics Release Form.....14 Ethical Responsibility . 15 Changing your research .. 15 Why do I Reference? .................................................................................................. 15 When do I reference? ................................................................................................. 15 Books.......................................................................................................................... 16 In Text ................................................................................................................. 16 In Reference List . 17

The Supervision Process .. 11

Research Ethics .. 14

References ........................................................................................................................ 15

6.3.1. 6.3.2. 6.4. 6.5. 6.6. 6.7. 7. 8.

Journal Articles .. 17 Secondary Sources . 17 Websites ..................................................................................................................... 18 Reference to a Newspaper .................................................................................. 18 Reports ....................................................................................................................... 19

6.4.1. In Text .... 17

6.6.1.

Frequently asked questions .... 20 Extensions and Mitigating Circumstances ...... 25 8.1. 8.2. 8.3. Feedback 25 If any assessment element fails ... 25 Dissertation Copies . 25 APPENDIX B - Dissertation Certification ......................................................................... 30

9. 10.

APPENDIX A - Ethics Release Form Example................................................................... 27

11. 12. 13.

APPENDIX C - PLAGIARISM AND CHEATING ............................................................. 31 APPENDIX D - University Policy on Research Ethics ..................................................... 32 APPENDIX E - Personal Record of Dissertation Development ....................................... 43

14. APPENDIX F - University UNDERGRADUATE Assessment Marking Criteria for level 3 44 15 ............................................................................................................................................. 44

1. Introduction Welcome to the dissertation stage of your degree studies! You have already completed a Research Methods module which should have helped you to gain an understanding of the research process and the application of appropriate and effective research methods for the execution of your dissertation. The dissertation module is especially important to you because it has double the weighting of other modules and so will have a significant impact upon your degree profile. The dissertation is also significant because of other characteristics: It is completed over one academic year and so should be based on a topic which can maintain your interest over that period of time At 12000 - 16000 words it is longer than other assessed work and will need careful management It comprises three assessed elements: the proposal (10%) the dissertation (80%) the self-reflection (10%) The process is very student-centered, requiring independent research of a topic It contributes to your PDP. However, these factors also mean that you are presented with a unique opportunity to pursue in depth something of particular interest to you, as long as it is relevant to your degree route! Not only can this be a satisfying learning experience, but both the finished product and the skills you should develop along the way may be of interest and relevance to a prospective employer. You will be allocated a supervisor for your dissertation. Virtually all unsuccessful dissertations are characterised by a student not being in contact with his or her supervisor. When your supervisor is allocated to you, make contact as soon as possible by e-mail to arrange your first meeting. Your supervisor will facilitate your dissertation proposal, provide feedback on this, guide you through your dissertation and sign your Ethics Release Form. You must understand at the outset that the responsibility for the dissertation is YOURS! It is you that must maintain contact with your supervisor - you will not be chased up. If you have any general queries or concerns about this module, please contact the Dissertation Coordinator by telephone or e-mail or make an appointment through the Student Information Centre. Details are below, but remember your first point of contact should be your supervisor! Undergraduate Dissertation Coordinator - Alex Finlayson Tel: 01642 342829 Email: a.finlayson@tees.ac.uk

2. Timetable This section outlines the key dates (week commencing) relating to your dissertation. There are 26 weeks in which to complete your dissertation. 08 October Lecture 1. The dissertation process and research proposal overview. Completed Topic Slip required. Please hand in to TBS reception or e-mail to a.finlayson@tees.ac.uk as soon as possible. This will enable a supervisor to be allocated for your dissertation. Lecture 2. Writing an effective Literature Review. 22 October 29 October 14 November Lecture 3. Critical writing and thinking. Submit Research Proposal. TWO copies of Research Proposal and one completed Ethics Release Form (See Section 6.1) to be handed in to the Assignment Office (M2.08) by 4.00pm. Feedback. Receive Research Proposal feedback from your supervisor. Christmas break (3 weeks). Make sure you have seen your supervisor before this and received your feedback. SPSS workshops (dates to be announced). 12 December Submit a draft of your dissertation (in the format agreed) to your supervisor by this date. You cannot expect him/her to get back to you before the Easter break if you leave it later than this! Two weeks' Easter Break. Don't expect to be able to contact your supervisor during this period as he/she may be on holiday. The dissertation should be nearing completion, with feedback given on your draft, just PROOF READING, tidying up the presentation, copying and binding left to do. Easter holiday ends. Submission Date - TWO hard copies of your completed dissertation, plus ONE electronic copy (CD) should be handed in to the Assignment Office (M2.08) today, by 4.00pm at the latest. Please note the time. Any dissertation received after the deadline will be subject to the usual late hand in penalty.

15 October

February 2008 13 March

06 April

17 April 21 April

3. The Dissertation Module and Assessment Format There are three elements to the assessment for the Dissertation Module, each requiring its own specific content, structure, style and format of presentation as detailed below. 3.1. The Research Proposal The research proposal counts for 10% of the Dissertation Module mark. The learning objectives are: To understand the methods and procedures involved when designing a research project To gain experience in planning a research project and producing the research proposal.

You are required to write a proposal for your research project. Your proposal should give a brief background to the proposed project. There should be a comprehensive literature review correctly referenced using the Harvard system and a comprehensive methodology section (which should be referenced to a range of research methods texts). Please note that these two sections will account for the majority of the marks. Please note that there is no word count on this assignment. You are encouraged to do as much as you can at this stage as the work done for the proposal goes towards the completion of your dissertation - you will not be duplicating work - you will be working smarter. Use the following headings to complete your proposal. You will be marked according to the University generic criteria (see Appendix F), based on the following content specific criteria. Title Background (5%) General/brief description of topic/company including a brief introduction to your theoretical underpinning Justification for doing your research project, discussion of importance/need, researcher's interest, relevance, originality, etc

Research Question, Aims and Objectives (10%) - refer to textbook Chapter 2 Research purpose must be clearly defined and research aim clearly stated Research questions should be stated Appropriate research objectives set (preferably in a table form)

Literature Review (30%) - refer to textbook Chapter 3 Some students will have started their literature review in level 2 Research Methods and this work can be developed for the dissertation.

Identification and discussion of academic theories underpinning research Discussion of and examples of previous research, reference to inadequacies/gaps Appropriately focused on research topic showing where new research builds on existing Correctly referenced (in Harvard style)

Methodology and brief description of anticipated types of analysis (with explanation and justification) (40%) - refer to textbook Chapters 4 and 5 for philosophy, approach and strategy Research philosophy/approach/strategy discussed Types of information required identified Data collection techniques: appropriateness identified Data collection techniques: strengths/weaknesses Sampling strategy/potential respondents identified Data reliability/validity issues addressed, e.g. pilot test Overall rationale/justification given for each stage Method linked to objectives Use of references to justify techniques Contingency plans Suggested analysis linked to objectives Potential use of secondary data sources identified

Discussion of access and ethical considerations (6%) - refer to textbook Chapter 6 Potential ethical problems appropriately identified Correctly linked to process/methodology Potential problems with vulnerable groups/commercially sensitive data/children identified

Timescale (2%) Gantt chart provided and activities appropriately identified

Resources (2%) Consider time required, costs and access to physical resources and human sources of information

References and Bibliography (5%) - relating to the Literature Review and Research Methodology List of accurate references, in correct format and alphabetical order Bibliography (if required) in one alphabetical list

The kind and amount of background reading and research will vary according to the topic chosen. However, extra reading beyond the Saunders textbook will be essential to

reference the theoretical issues relating to different research instruments/techniques you propose to adopt as part of your research strategy. 3.2. The Dissertation The dissertation counts for 80% of the Dissertation Module mark. In producing and presenting your dissertation you are required to meet the following requirements: Presentation Should be typed or word processed on A4 unlined paper, on one side only There should be good margins all round, in particular allowing sufficient space on the left hand side to allow for binding There should be double spacing throughout, except where there are long quotations set apart from the main text when single spacing is acceptable Pages should be numbered consecutively through the main text, including tables / charts / diagrams which are not embodied in the text. Page numbers should be located centrally at the bottom of the page Any large charts or diagrams should be reduced to A4 size if possible, otherwise folded to A4 size with an allowance for binding The document should be bound using permanent binding (spiral binding is acceptable) to avoid any possibility of pages becoming loose and misplaced. No allowance will be made for missing pages nor will any loose pages be accepted after the submission date Two hard copies and one electronic copy must be handed in on or before the submission date.

Contents The dissertation should be between the minimum 12000 words and the maximum of 16000 words. The final document should comprise the following elements: Title page The first page should be a title page containing: The name of the institution: University of Teesside The full title of the dissertation The full name of the author The qualification for which the dissertation is submitted and year of study ( 3 or 4 normally) The school in which the work was undertaken: Teesside Business School The month and year of submission.

However please note:

If the dissertation contains confidential information and can not be made publicly available then the first page should be a statement to this effect, with details of the period to which it applies and why, on headed paper (normally from the organisation requiring the embargo), and signed by the supervisor. Undergraduate studies dissertation certification This confirms that your dissertation is your own original work, has been carried out by you and in which you certify that all secondary material has been properly acknowledged by you and referenced in you dissertation. A template for this certificate is shown as Appendix B or a copy can be obtained from the Information Centre. Abstract This is a summary of the aim and content of your dissertation. The abstract must contain a brief outline of your main conclusions and, if appropriate, key recommendations. The abstract should be between 250 and 300 words. Acknowledgements Here you may wish to express your thanks for any help or assistance received during the production of your dissertation. Table of contents List in numerical order the headings of the chapters and sub-headings of the main body of the dissertation, with the numbers of the pages on which these chapters and sections begin. Also list all appendices providing details of reference number/letter, title and page number. List of figures and tables List separately, after the table of contents, any tables, figures, diagrams or other items used in the main body of the text. List in numerical order and give the title and page number upon which they appear. Main Body of Dissertation The main body is made up of the key chapters of the dissertation. Each chapter should represent an important element of the dissertation. You should use sections and subsections within each chapter to develop and provide a logical structure. Although there is no set formula that the main body is required to take it would normally include the following elements: Introduction - background to the topic, including an explanation of its relevance The stated aim and objectives of the dissertation A description, explanation and justification of the research methodology employed Literature review and theoretical framework Analysis and evaluation of the results of your research.

(See Section 3.3 for further details about the weighting of these sections). Conclusion Here you should draw out the key findings of your study, providing an explanation of their significance. The conclusions should be derived logically from the previous discussion and seek to make a positive contribution to debate on the issue. Whilst a definite view should be put forward, limitations of the study and any further work considered necessary should be identified if appropriate. Recommendations If appropriate, recommendations for action should be included. These should be expressed in a clear and practical manner. Self reflection chapter (See section 3.3) Appendices The appendices should contain supporting documentation such as detailed results or tables of statistics that support the analysis but which are too detailed to be contained in the main text. Importantly, material contained in appendices should complement the main text. Appendices should not be used as a device for incorporating additional material in order to stay within the word limit. Each appendix should be on a separate page, designated in sequence as Appendix A, Appendix B etc., listed in the table of contents and referenced within the main text. Remember to provide references for sources of material used in the appendices where appropriate. References (list of all sources cited in your text) and Bibliography (list of all other sources used but not cited in your text) Failure to include a source, used in your dissertation, in the references list risks you being accused of plagiarism (see Appendix C for University regulations on plagiarism). Failure to include the references will result in an automatic referral in the dissertation. The bibliography shows the extent of your background reading and provides evidence of wider research. See Section 8 for further details on referencing. The Self-reflection Element The self reflection should give a brief overview of the learning experience and how you feel the process has enhanced your personal development, e.g. what skills and qualities it has helped you to develop. To assist you in monitoring and recording this aspect of your dissertation, you will find a Personal Record of Dissertation Development schedule in Appendix E. This can be completed and signed by both you and your supervisor. It is suggested that this is done on three occasions - once in October/November, once in December/January and once in

February/March. But please remember it is your responsibility to take this sheet with you and to ensure that your supervisor signs it. When completed, this sheet can help you to provide evidence of your personal development and can be submitted as an Appendix to the Reflective Element of your dissertation. This chapter of your dissertation gives you the opportunity to reflect on the things you felt you did well and the things you got wrong, to make observations on how the research could have been improved and/or taken forward differently. You should discuss the positive aspects of your study, identify the limitations, and identify opportunities for future work, with acknowledgement of personal needs and areas of development this would require. 3.3. Dissertation Assessment Your dissertation will be assessed by two members of academic staff, one of whom will normally be your Dissertation Supervisor. Students may be required to expand, discuss and, if necessary, defend the Dissertation in a viva voce examination. However the use of a viva voce examination is restricted to candidates with marginal, borderline or internally disputed assessments only and so is only likely to be required in exceptional circumstances. The Dissertation will be assessed according to the University generic criteria (see Appendix F) on the basis of the following content specific criteria, each of which will carry the maximum percentage value indicated: Aims and Objectives (10%) clearly stated, logically derived from and guided by the purpose of the research Literature Review (20%) provides theoretical underpinning and conceptual platform for the project links theory to data collection, analysis, findings and conclusions Research Methodology (25%) describes, explains, gives rationale and justification for research design describes and justifies procedures adopted uses academic references to enhance validity Methods of analysis employed and discussion of findings (25%) is there evidence of scholarship in the analysis are methods chosen appropriate and relevant are the methods applied in an appropriate way is the analysis developed in a logical and coherent way are the findings presented in a clear, logical way Conclusions and, if appropriate, recommendations (10%) are these derived logically from the previous analysis do they reflect an understanding of the significance of the previous analysis is there evidence of originality

are they expressed in a positive and decisive manner are limitations/implications addressed

Referencing, Bibliography, Structure and Quality of presentation (10%) does the document meet the specified criteria for presentation is there an appropriate structure in place is the grammar and spelling correct, with an appropriate narrative style has the document been proof read, resulting in an absence of typographical or other careless errors is the bibliography in the correct format is the text referenced correctly throughout and appropriate reference list provided.

Reflection and self development (Handed in as the last chapter of your dissertation, but assessed separately) This section is the demonstration of your engagement with the research process and how you have developed your skills and knowledge through this process. Evidence can be provided by discussions with your supervisor and other academic staff either from TBS or the LRC (and supported by the completed Personal Record of Dissertation Development) or by various other means, eg copies of e-mails, workshop attendance, etc. You will be marked according to the University generic criteria (see Appendix F) based on the following content specific criteria. Self-reflection on the dissertation process and outcomes outline of personal achievements and development reflection of performance and ideas and concepts for future work identification of opportunities and future alternatives approaches to satisfy outcomes evaluation of future personal needs for any future activity Each

of these 4 components has a weighting of 25%. 4. The Supervision Process A key feature of the dissertation process is the role of supervision. Supervision is the mechanism adopted to provide communication between student and tutor. However, to maximise its beneficial impact, thought needs to be given to the way in which the supervision is carried out and recognition given to the responsibilities of both supervisor and student. The following sections address three key areas and you are advised to read them carefully. 4.1. Styles of Supervision

There are a variety of supervision styles in use, each with their own merits and difficulties. We do not wish to be prescriptive and recommend a particular approach but advise each supervisor and student to determine which is the most appropriate approach for them. Various factors should be taken into account in negotiating which method to adopt: Student's preferred style of learning, taking account of a need for structure, discipline and ability to self motivate Supervisor's experience of the various methods Supervisor's availability.

There are three main styles to consider: Highly structured. The supervision is very structured for the whole period of the dissertation. Progress is monitored closely via regular communication throughout. A second approach is highly directive in the early and late stages of the project, but with much less input in the middle stages. The third option is very directive in the early stages but input then diminishes as the dissertation process becomes well established and the student becomes clearer and more confident about what is required.

A further possibility is of course to be flexible throughout and for the supervision to change as necessary. However this has a number of drawbacks. Firstly, it is a very reactive approach and suggests a lack of clear direction in the dissertation process. Secondly, it presupposes that the supervisor will be available as and when a need arises but, realistically, workloads may not allow this. Thirdly, this approach does not encourage the student to be as disciplined in achieving progress. Therefore this approach is not recommended as an option. Whichever approach is decided upon, practical issues such as frequency and means of communication should be discussed. If you have difficulty contacting your supervisor, you must consider all the options for contacting them - e.g. e-mail, messages in pigeon holes, etc. In extreme circumstances you should inform the Dissertation Co-ordinator, Alex Finlayson. You will not be able to use this as a reason to ask for an extension to the submission date if the issue has not been raised previously. Where any difficulties are raised the views of both the student and supervisor will be sought and records of all meetings considered. Details of appointments made/kept/missed, duration of and discussion undertaken at each meeting you attended, etc will be kept by your supervisor and this information can later be accessed by markers and examiners if required. 4.2. What you can expect from your Supervisor The supervisor's role is principally to provide advice, guidance and feedback to the dissertation student. Primarily this will be in respect of the research methods being employed and the process of performing and writing up a dissertation.

Advice will be provided as a result of discussion with the student, and students are expected to provide some input to the debate. Guidance will be based upon the supervisor's knowledge of the subject area and on previous experience of supervising students' work. Guidance will not be prescriptive in nature, but will be provided in such a way that students must use their own judgment about how progress should be achieved. Feedback will be provided in response to material presented by the student. Work presented will be critically reviewed and constructive criticism given. Comments may be given on the subject matter or upon the general presentation of the material. However, please remember that supervisors will not act as proof readers and correct spelling or grammar. General comments only may be made, if appropriate, about the need to improve these areas. In addition to providing guidance, supervisors are also a source of general support in the learning process and will give encouragement to students as required, or perhaps be available just to listen. They will also encourage students to become more responsible for their own learning as the dissertation progresses. 4.3. What you can't expect from your Supervisor You can not expect guidance from your supervisor on the specific content of your dissertation. Supervisors are not responsible for pastoral care of students. Sometimes it can be difficult to identify boundaries of where general supervisory duties end and pastoral care begins. If in any doubt, or if there is clearly a problem which may have implications for the successful completion of the dissertation or any other module then supervisors will advise the student to see the Dissertation Coordinator or their Programme Leader immediately. Finally, it should be noted that supervisors are not expected to provide any indication of a possible mark for the dissertation at any stage prior to its submission, nor can they provide a mark prior to the results being approved by an Award Board. 4.4. What is expected from the Student The key point to emphasise here is that the dissertation should be the student's work, not the supervisor's. Ultimately the student must decide upon what topic to examine, which methods to adopt, how to carry out the analysis and how to convey and interpret the results. The supervisor may provide views and feedback upon all these issues, but the student must judge how to balance their own views against advice received. The process is driven solely by the student. Contact must be initiated by the student and obviously it is up to the student to keep any supervision arrangements agreed. This means being disciplined, making and keeping appointments and being prepared for all meetings by having undertaken any remedial work your supervisor has recommended. The student is expected to contribute ideas to discuss or provide the tutor with material for consideration. Where supervisors are being asked to provide feedback upon written work, it is extremely helpful if students can ensure this is available to supervisors at least two working days before the appointment.

Advice at a general level can be provided to all students by a supervisor, but a supervisor can be much more useful at an individual level the more input is contributed by the student. Thus a specific idea from a student can be discussed in detail and some individual feedback received. 4.5. Difficulties If there are any difficulties with the supervision process, an attempt to address them should first be made by the supervisor and student. However, if this does not prove successful or if the nature of the problem makes this approach unsuitable then the Dissertation Coordinator should be contacted as soon as possible. The concerns will be discussed and action taken as appropriate. This applies to difficulties experienced by either student or supervisor. Students will not be able to swap supervisors just to meet personal preferences. Unfortunately the numbers of students, student topic areas, staff availability and staff expertise all have to be balanced carefully and this means that supervisors cannot be based upon student choice. 5. Research Ethics When planning a piece of research various elements need to be considered. One of the most important considerations should be to determine if the project is ethically acceptable. This is especially true where the research involves human subjects when issues of privacy, consent, confidentiality and avoidance of harm to those subjects need to be addressed, although issues such as confidentiality can be equally important to an organisation, especially in a commercial environment. To help researchers address the issue of ethics, the University of Teesside has produced a policy and set of procedures that apply to all research activity being undertaken by staff and students of the University. This policy and the associated procedures therefore apply to all undergraduate students who are researching for the purposes of completing a dissertation. 5.1. Policy Firstly you should ensure you are familiar with the University's policy on research ethics. The appropriate extract has been included in this handbook at Appendix C. You should also take particular notice of the material on research ethics covered on the Research Methods module. 5.2. Research Ethics Release Form You are required to complete and submit for approval a pro forma setting out briefly your intended research including, in particular, the ethical implications and how these are to be addressed, as appropriate. This form must be completed and handed in with your proposal. This is a requirement.

Your supervisor must countersign your ethics release form after marking your proposal. Therefore, you must contact your supervisor to discuss your proposal and the ethical implications before you hand in your proposal. No supervision will be available after this time unless this Research Ethics Release Form has been received. The ethics release form will be assessed for its suitability by your allocated supervisor. If the supervisor feels unable to accept it, then it will be passed to the Chair of the School Research Ethics Sub-Committee for consideration. Changes may be required before your research is deemed to be ethically acceptable. Any dissertation without ethical approval (either through non-submission of the pro forma or an unacceptable ethical approach) will not be accepted for submission. 5.3. Ethical Responsibility The ethics release form demonstrates your research intentions. Its approval is a recognition that the University has found your proposed research to be ethically acceptable. However once the research is underway the responsibility for fulfilling the research objectives in an ethical manner becomes your (the student's) responsibility. Your supervisor is not responsible for monitoring your research activity. However advice and guidance of an ethical nature can of course be discussed, like any other issue, as part of the broader supervision process. 5.4. Changing your research If you decide to change your research significantly from your research proposal, it is also your responsibility to ensure that an additional Research Ethics Release Form is completed to reflect the new research. This will be assessed as before. If you are at all unsure, make sure you discuss the issue with your supervisor. 6. References 6.1. Why do I Reference? All sources that you have used in your work, whether directly quoted or referred to, must be referenced. It is correct academic practice to recognise the contributions of others in this way and it averts the risk of plagiarism. 6.2. When do I reference? References must be given in the text of your piece of work whenever you use external evidence and information, such as: Direct quotes from a book or journal article Using someone's ideas An author is mentioned in the piece of work Figures, graphs or other data are used

The system of referencing that the School adopts is the Harvard system, because it is the quickest, easiest and most user-friendly system available. The Harvard system consists of two simple elements:

A very short reference in text A full reference in a separate list at the end of the piece of work. This reference list should be in alphabetical order according to the surname of the author. It should read as one entire list (journals, books, chapters, newspapers, etc) although websites should be listed separately.

This guide is only intended as a brief guide and does not include all the details of the system. For a fuller discussion please refer to the Drop In Study Skills Centre (DISSC) website at http://dissc.tees.ac.uk/ 6.3. Books 6.3.1. In Text References in text include two or three pieces of information, depending on the situation. If you are: Citing an author's idea but not including a direct quote then you require two pieces of information Author's name Date of publication

E.g. Dennis and Macaulay (2007) argue that.... If you are citing a direct quote or part of a direct quote then you require three pieces of information Author's name Date of publication Page numbers

This information should be presented at the end of a sentence or directly after a quote and should be in brackets. For example: (Smith, 2003. p. 16) (Dennis and Macaulay, 2007. p. 47) (Bellman et al, 1994. pp. 46-48)

Remember to use quotation marks and if the quote is more than three lines you should indent the quote and present in single line spacing without quotation marks. For example: Market orientation is a philosophy that is concerned with identifying the needs and wants of customers and tailoring products and services to satisfy these demands, whilst remaining firmly focused on the competition. In order to achieve this philosophy, there is a need to develop and exploit a culture of improvisation within the organisation, which involves all functions. Creative thinking and dialogue between

individuals and functions will enable the organisation to innovate, remain proactive and adapt to the dynamic needs of the customer. An organisation incorporating improvisation in their marketing activities will develop long-term relationships with the customer base and enjoy enhanced performance, in all respects. Dennis and Macaulay (2007, p. 12) 6.3.2. In Reference List References in the list include the three pieces of information above but also include additional information: Title of book - all titles must be in italics Place of publication Name of publisher

For example: Widdowson, H.G. (1975), Stylistics and the Teaching of Literature, London, Longman. Babiak, P., and Hare, R. D., (2006), Snakes in Suits: When Psychopaths go to Work, New York, Harper Collins. 6.4. Journal Articles 6.4.1. In Text References are the same as references to books. The reference list is a little bit different, however, and must include the following information: Authors name Date of publication Title of article Title of Journal Journal volume number Journal Issue number Page numbers for the entire article

For example: Michaelson, C., (2001), 'Is Business Ethics Philosophy or Sophism?', Business Ethics: A European Review, 10, 4, pp. 331-339. Jenkins, L. and Kramer, C. (1978) 'Small Group Processes: Learning From Women', Women's Studies International Quarterly, 1 , 1, pp. 67-84. The actual title of the article is not in italics, but in single quotation marks. The title of the journal is in italics. 6.5. Secondary Sources

Your text books will all include hundreds of references to other authors and sometimes you will need to refer to these without actually reading the original work. This is not a problem. All you need to do is to include a "cited in" reference as an 'in text' reference. For example: (Dennis, 2004, cited in Brassington and Pettit, 2006. p. 17) (Douglas, 1931, cited in Smith et al, 2004. p. 339)

In the Reference List include both the original reference and the secondary (text book) reference. 6.6. Websites We must at this stage offer a word of warning. Far too many students use many internet sources to research and complete their work. You must be very careful about using such sources as they are usually not academically suitable. Wikipedia, for example, is NOT an academic source even though it might be useful and interesting. Many of the so-called online Business Tutorials are not credible and should not be used. Simple advice: read books and academic journal articles instead of websites. Some websites are useful, of course, for example government departments, business websites, etc. The Harvard system has no definitive way of referencing this yet and some people disagree but our advice is to: Include, in the text, the author of the site or details of the organisation, charity, government department etc. In the reference list include these details plus the full web address and the date you accessed the material. For example: Repak, N. (2005) 'Time management' http://www.gradresources.org/articles/time management.shtml (13 June 2005) Sometimes you will not be referring to articles on the web but simply websites, in this case please use the full web address and the date you accessed the information, for example: http://www.gradresources.org/articles/time management.shtml (13 June 2005) Obviously if you're using the web to read journal articles you will not use the web address but you will use the journal reference as discussed above. 6.6.1. Reference to a Newspaper You may often want to use newspapers as a source of information, especially for up to date discussions on current events. Often newspaper articles, however, do not have an author and therefore need a specific reference when you use a quote. For example if I quote from a piece on the Iraq War I might want to use a quote to back up my point:

Tony Blair "has made his position clear" (The Times 02/11/2003 p.23).

And in the Reference List at the end of your work just repeat the information, minus the page number and plus the fact that the quote comes from an editorial, and the place of publication. For example: The Times (02/11/2003) Editorial, London. What do you do when the writer's name is given? You can either do the reference as above, but include the writer's name in the reference at the end, or you can do the reference like this: '..he adopted a standard macho attitude' (Voynet 2000 p.23) and in

the Reference List at the end: Voynet, D. (28/11/2000) 'Dear John', article in The Guardian, London You would do the reference this second way if the writer's name was important. Here it is, because Voynet is the Minister who was offended by Prescott. If the writer was just one of the journalists on The Guardian, you'd probably do the reference the first way. 6.7. Reports Mintel MINTEL MARKETING INTELLIGENCE. (Year). Title. City of publication: Publisher MINTEL MARKETING INTELLIGENCE. (1998). Designer wear: Mintel Marketing Report. London: Mintel International Group Company reports Organization. (Unpublished, year). Title. Report dated date NSPCC. (Unpublished, 1988) NSPCC submission to the Home Office Advisory Group on the admissibility of video recorded interviews. Report dated September 1988

7. Frequently asked questions Can I change my dissertation from the proposal handed in? This depends on the change. Dissertations often do change their focus over their lifetime and sometimes methodology, particularly data collection methods, have to be adjusted because you cannot get access to the people that your originally wished to speak to. However, if you completely change the topic you may not have been allocated a suitable supervisor for your new topic. You will certainly have to go back to the proposal stage again and, if it has already been submitted, a new Research Ethics Release Form will be required. Therefore, you must NOT MAKE any major changes to your dissertation topic without consultation. A complete change of topic will create problems for you (and your supervisor). The important message here is that you must talk changes through with your supervisor. How do I develop the topic I have chosen? It is important that, from the outset, you set yourself clear boundaries for your dissertation topic. By this, we mean, as well as deciding what your dissertation is about, you must also decide what it is not about. This may involve some narrowing down of your original project idea. For example, you may set out to study the influences of loyalty card schemes in retailers, and subsequently narrow this down to studying only food retailers. It is especially important to set very clear aim(s) and objectives at the beginning. The dissertation aim(s) should be broad in nature and expressed in the form of prose. The objectives should be very precise and expressed in "one line" statements beginning with a verb. For example, the broad aim is to examine the influences of loyalty cards on UK food retailers. Some of the objectives that fit with this aim are: to examine the growth of loyalty card schemes in UK food retailing to identify those UK retailers who use loyalty cards to describe the way in which loyalty cards operate to examine the use of loyalty cards as a means of increasing customer loyalty to examine the use of loyalty cards as a database of customers to understand the link between loyalty cards and electronic point of sale systems

It cannot be emphasised too strongly that the early stages of the dissertation will determine its eventual outcome. Unclear and imprecise aims and objectives are very difficult to "rescue" later. Also use the help and guidance of your supervisor. He/she will guide and advise you on what can realistically be achieved and help YOU to develop the topic into a dissertation. There are no universal rules for this as each dissertation is different.

How am I allocated a supervisor? You have been allocated a supervisor on the basis of the general area of your dissertation. The supervisor is there to assess your proposal and subsequently guide you through the dissertation process, including the reflective element. Although, the supervisor may not necessarily have experience in the explicit topic area you are researching, they will be familiar with the area, have expertise in the methodology and be able to act as a gateway to other sources. What should I discuss with my supervisor during my dissertation? The answer here is quite simply anything to do with your dissertation: subject, methods, ethics or the process itself, perhaps how to keep motivated. It is a good idea to update your supervisor at each contact time with your progress, i.e. what you have written in draft, what is written in final form, what you are currently working on etc. However remember, your supervisor is there to give feedback and advice on your work and your ideas. The more input from you and the more effort you make, the more useful the supervisor becomes. But the supervisor cannot and will not make up for a lack of effort from you. How can I develop a theory base for my dissertation? One of the important criteria in assessing a dissertation is the theory that underpins it. Think about your topic, discuss it with your supervisor, and set out the key areas of theory that you think you may use. For example, a dissertation on charity shops may use the theory of retail structures and evolution, retail location, niche retailing, and not for profit marketing. Always move from the general to the specific. Start with the textbooks (you may have already done a module in this broad area), look at the references of journal material in the texts, get to a library and look up those references, use on-line journals, "surf" the internet. Ask your supervisor. Above all never stop looking. By the end of your dissertation you should know as much about your chosen topic as anybody. What do we mean by an industry or a market chapter? Often the topic of a dissertation has to be put into its context. If you are looking at a specific organisation then you will need to know in what industry it operates. Often you will need a chapter on the industry or the market. Again the general to specific rule applies. You will need to collect data about for example the size of the industry (or the sector relevant to your study), the structure i.e. is it concentrated or fragmented, what share is held by the major organisations, is it static growing or in decline and by how much ?. You will need to search out this data from published material. What is the difference between and "industry" and a "market"? This can often be a difficult one and is best explained by an example: The packaging market concerns all material that is used for the packaging of goods. The packaging industry comprises various sectors expressed as Standard Industrial Classification (SIC) codes and within them Minimum List Headings (MLHs). In packaging these would include paper and board, glass and plastics.

In practice, data on industries is usually easier to find as most government statistics are collected in this way. Market data tend to be produced commercially and is often unobtainable by academic libraries. However in consumer goods and services there is a wide variety of market data in such publications as Mintel, Euromonitor, Jordans, Retail Business etc. How is my dissertation marked? An independent person marks your dissertation. Your supervisor will then be asked if they agree with this mark. A third person also moderates a sample of dissertations and an external examiner from another University marks a further sample. The criteria for awarding marks are given in the assessment regulations section and a detailed marking criteria grid is given in Appendix E. What makes a good dissertation? A key area of assessment is "analysis". It is this area of assessment that will discriminate between a dissertation that is excellent/very good/good/acceptable/unacceptable. Dissertations that are very descriptive are unlikely to achieve high grades. You need to use various analytic techniques to examine your data against the theory. Do my findings agree with the theory? if they do not is there an explanation for this? etc. Another key factor in your mark is the extent to which you have studied the theory and the literature. Use of journal articles is likely to improve your mark. Overall a critical approach is required throughout. What do we mean by analysis? This can vary quite widely according to the academic discipline on which your dissertation is focused. For example if you are using quantitative techniques to collect data e.g. a survey, then you will need to process that data using a software package . Analysis here means taking the data from the survey and cross tabulating it, e.g. cross tabulating a question asking the respondent's gender with a question asking how many time in the last month have they visited a charity shop. This will produce a table as below: ________________ Visits per month __________________ Gender None 1-3 4-6 7 - 10 > 10 Male 16 19 21 8 2 Female 5 29 14 12 3 A further level of analysis will involve using the software to statistically test the relationship between gender and visits per month to look for any significant difference between the genders. For this type of table you will use the software to calculate the Chi squared statistic. In a more qualitative dissertation, analysis may involve using techniques such as content analysis to analyse the content of advertisements or keyword analysis to look for common words/phrases/ideas in the text of depth interviews. It may mean constructing a

matrix or diagram, or taking data collected and considering it in terms of a SWOT or PEST analysis, but only use this type of model if appropriate. Do remember that analysis does not necessarily mean "number crunching". What do we mean by use of journal articles? In most academic areas, journal material can be divided into "popular/journalistic" and "academic/refereed". Both have their place in dissertations. For example the popular journals such as "Marketing" and "Campaign" and press articles such as from the "Financial Times ", "Investors Chronicle" or "The Economist" can make your dissertation up to date whereas the academic journals such as "Journal of Marketing, "European Journal of Marketing" and "International Journal of Retail and Distribution Management" will give your dissertation academic credibility and rigour. In most dissertations the important thing is to achieve a balance between the different types of literature. What can I expect from my supervisor? Basically it comes down to advice and guidance in whatever form is appropriate. You cannot expect your supervisor to do it for you directly or indirectly through reviewing endless drafts and re-drafts. You cannot expect your supervisor to provide you with his/her own material, e.g. journals, but your supervisor will authorise inter library loan requests if he/she considers them appropriate to your dissertation. Remember, above all, that your supervisor is an important resource to you - make the best use of this resource. What if I am having trouble contacting my supervisor? E-mail is the best way of making contact. However, if you want to visit the university and see your supervisor, it is best to contact them well in advance to check their availability. Do not expect them to see you at very short notice. You may of course phone your supervisor, but remember that when they are not in their office your call will go unanswered. Do not leave messages and expect them to be passed on, as this is very unreliable.

What is the draft dissertation? You will see in the Timetable that you are required to submit a draft version of your dissertation. The draft should include at least all the main body of the dissertation - all the key chapters. It is not normally necessary to provide all the elements such as Abstract, Contents etc. as detailed in Section 9. However, you should discuss with your supervisor what is specifically expected. The purpose of handing in a draft is to help you! It enables you and your supervisor to establish the progress of the dissertation and to ensure, well before the final deadline, that there are no major problems still outstanding. However it is not an opportunity for the supervisor to 'mark' your dissertation before the final version is submitted. You should note that the draft is not handed in formally. You should submit it in directly to your supervisor, not to the Assignment Office. The draft is not marked and there is no penalty for non or late submission. However the feedback you receive is very valuable and you are strongly advised to comply with this requirement. Please note that the date has been chosen carefully. Handing in a draft close to the deadline date is not acceptable and will probably not be accepted by your supervisor. What writing style should I adopt? The dissertation is a report. It is a formal document which should be written in the third person. This means you should avoid using terms such as 'I sent out 40 questionnaires to....' But instead use a phrase such as '40 questionnaires were sent to ............... '. Use of the third person conveys greater objectivity. If you have any doubts about your writing style refer to the relevant chapter in Research Methods for Business Students. Also, ensuring that your supervisor regularly sees work that you have written will help to eliminate potential problems. What should I do with completed questionnaires, tape recordings, and other primary data collected? You should put into your appendices one completed questionnaire as an example. You should also put into the appendices one full typed transcript of any tape recordings you made of interviews conducted. ALL primary data collected by you must be securely retained until you have received your final result. The dissertation marker, your supervisor or the external examiner may request to see evidence of your research in the event of any problems occurring in relation to your grade.

8. Extensions and Mitigating Circumstances Below is an extract from the revised Academic Procedures Handbook. "Normally extensions will not be given for dissertations. Any requests for extensions for dissertations should be referred to the dissertation co-ordinator to ensure a consistent and manageable approach. Dissertation supervisors and programme leaders may not give an extension to the hand-in-date" The normal regulations apply to the dissertation. Anyone who requires an extension must contact the Dissertation Co-ordinator who will consider the supporting evidence provided by the student and complete the necessary documentation if the extension is agreed. Any submissions received after the deadline date or time, which have no supporting extension documentation, will have the usual late penalty applied, unless mitigating circumstances procedures are instituted. You are reminded that computer problems such as disk failure are not acceptable. Nor is late submission due to delays experienced in travelling to university to hand in, delays in printing or binding, or posting (in the case of distance learners). Such possibilities should be anticipated and allowed for in your time plan. 8.1. Feedback A feedback sheet containing your mark and written comments will be available to you after the Award Board. This can be posted to you if a stamped addressed envelope is left with TBS reception and marked "Dissertation Feedback". 8.2. If any assessment element fails If you fail an element of assessment, you will receive detailed feedback from your supervisor which will provide guidance on resubmission. A Proposal will have to be resubmitted and approved within 4 weeks of initial submission, and must normally be passed to progress to the dissertation phase, A Dissertation or Self-reflection submission will normally be required to be resubmitted by the end of August or start of September (date confirmed nearer time) like other re-sit work. The feedback and resubmission instructions will be sent to you. If this should result in a further fail, it is normally possible for you to make a further attempt at the dissertation by re-taking the complete module. This would require you to enrol again as a part time student and to pay the appropriate fee for the dissertation module (currently 180, but subject to change. Such fees are not normally available from your LEA.) 8.3. Dissertation Copies

One copy of your dissertation will be retained by the University and may be displayed in the Learning Resource Centre. The other copy will be available for return to students. The student can collect this copy from the Student Information Centre by prior arrangement, between 1st September and Graduation, or to be collected on demand during the Graduation period. Any not collected by 30th November will be disposed of. Where a dissertation cannot be made publicly available, because of confidentiality restrictions, then all copies must be clearly marked, and subject to the requirements of the University one copy will be retained by TBS for a minimum of 5 years in case required by the University.

9. APPENDIX A - Ethics Release Form Example Please return form with Section A completed to: The Secretary, CONFIDENTIAL Research Ethics RESEARCH ETHICS RELEASE FORM Committee School of Section A: To be completed by the appropriate Project Supervisor or Director of Studies. School: Project Title:
TEESSIDE

JUL

Name of Project Supervisor/Director of Studies: Names of Researcher(s)/Students working on this project:

Please tick type of Researcher:

Taught Postgradu ate

PG Research Student

Staff higher degree

Staff other resear ch

Final Year Under-grad. Student to:

Expected duration of project from: Aim of Project:

Methods/Procedures (please specify)

Ethical Consideration The following points have been assessed: 1. The merit and feasibility of the proposal 2. Possible discomfort, distress or inconvenience to participants and/or Researchers 3. Procedures for respecting confidentiality and operating with data protection legislation. 4. The implications of monetary or other inducements to University of ____________

28

Teesside, its staff, student or researchers, to participants or anyone else involved. 5. Potential conflicts of interest arising between the researcher's employment and the research project, or other collaborative research. 6. All safety risks have been assessed in accordance with the University's Risk Assessment Procedure and measures taken where appropriate to make them as low as reasonably practicable. 7 If the research involves human subjects, the following points have also been assessed: Procedures for: providing explanation to participants including the preparation of an appropriate information sheet. obtaining informed consent from participants or where necessary from their parents or guardians, including the preparation of a written consent form. 8. If the work may involve participants from vulnerable groups, the nature of recruitment and participation of these people. I have read the University's guidelines on ethics related to research, and to the best of my knowledge and ability confirm that the ethical considerations overleaf have been assessed. I am aware of and understand University procedures on Research Ethics and Health & Safety. I understand that the ethical propriety of this project may be monitored by the School's Research Ethics Sub-Committee. (Please complete the following as _______ appropriate) Please Tick __________________________________________________________ I have appropriate experience of the general research area. ______________ I confirm that I have Research Ethics Training required by my School. I confirm that as Supervisor that I will monitor progress of the project. I confirm that the project complies with the Code of Practice of the following Professional Body:

I recommend that the project should proceed without submission to a Research Ethics Committee

Signature of Staff Researcher: Date:

OR: Signature of Project Supervisor/Director of Studies: Date:

Section B: APPROVAL or REFERRAL

29

To be completed by Chair of School Research Ethics Committee EITHER: As Chair of the Research Ethics Committee of the School responsible for the project, I have read the University's Guidelines on Ethics Related to Research, and confirm that: The Researcher/Supervisor has received, or has been exempted from University Research Ethics Training, and Appropriate procedures exist for monitoring the progress of the project.

I now authorise the project as recommended above. Signature of Chair of School Research Ethics Committee::

OR: ' As Chair of the Research Ethics Committee of the School responsible for the project I recommend that the project should be referred to the School Research Ethics Committee for approval, and a Request for Ethical Approval Form must be completed. Signature of the Chair of School Research Ethics Committee: Date:

Date:

The Chair of the School Research Ethics Committee must send a copy of an APPROVED Research Ethics Release Form to the Principal Researcher/Supervisor/Director of Studies as appropriate and to: The Secretary, University Research Ethics Committee, Research & Development Office, University of Teesside. The original of the form should be kept in the School. A Copy of a REFERRED Research Ethics Release form must be returned to the Staff Researcher or Principal Supervisor/Director of Studies concerned for further action.

30

10. APPENDIX B - Dissertation Certification

UNIVERSITY OF TEESSIDE TEESSIDE BUSINESS SCHOOL UNDERGRADUATE STUDIES DISSERTATION CERTIFICATION

1.

I confirm that the work in this Dissertation is original and has been carried out by me as part of my programme of study. I confirm that all secondary material has been properly acknowledged by me and referenced in this work.

2.

Signed: ......................................................... Name: ............................................................ Date: .............................................................. Course: ..........................................................

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11. APPENDIX C - PLAGIARISM AND CHEATING Introduction The two concepts of Plagiarism and Cheating overlap to some extent, but it is necessary to establish broad distinctions so that the most appropriate action can be taken. "Cheating" may be defined as gaining an unfair advantage over other students. It is likely to occur in examinations by, for example, communicating with other candidates or taking unauthorised material into an examination. "Plagiarism" may be defined as passing off another's work as your own and is, therefore, more likely to occur in assessed coursework and open-book examinations. Plagiarism, is therefore, a specific form of cheating and may occur in an examination if, for example, a candidate is able to copy another's work. Allegations of infraction of examination regulations, including allegations of plagiarism and/or cheating in an examination, should be referred to the Examination Disciplinary Committee. This document is primarily concerned with course-work plagiarism on taught courses. Framework Under the arrangements whereby the University has been granted degree-awarding powers, the University is required to establish clear and consistent practices in relation to suspected cases of cheating and plagiarism or other forms of unfair advantage. See University Plagiarism Regulations Refer to Student/Programme Handbook which you received in Year 1 or refer to the appropriate University Website or Contact University Student Services or Student Union for advice.

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12. APPENDIX D - University Policy on Research Ethics The following is an extract from the University of Teesside's policy on ethics for research. GUIDANCE NOTES ON ETHICS FOR RESEARCH INVOLVING HUMAN SUBJECTS INTRODUCTION As an organisation, the University of Teesside is committed to the support and development of educational activity. This presupposes a commitment to research. All persons should pay due regard to the Code of Ethics of any professional body of which they are members, to the University's Equal Opportunities Policy, and to the University's Registration under the Data Protection Act. The following statements are intended as guidelines for staff and students undertaking or associated with research: The researcher has obligations to the subjects of the study, to sponsors/employers, to colleagues and to the development and promotion of knowledge. Persons in authority in places where research is to be undertaken have obligations to the subjects of the study, to the governing body of the institution or place of work, to the sponsors of the study and to the research workers. Persons working in places where research is being carried out have obligations to subjects and to the development and promotion of knowledge through research. When assisting in the conduct of research they have obligations to adhere to the ethical code binding upon all research workers. All health-related research should be undertaken within the framework of the Helsinki Declaration drawn up by the World Medical Organisation in 1964 and revised by the World Medical Assembly in 1975 and 1983 and according to the guidelines in the Department of Health's 1991 Circular on Local Research Ethics Committees.

PERSONS UNDERTAKING RESEARCH 1. Responsibility to Subjects

33

'Subjects', here, is taken to include individuals (e.g. staff, students or patients) and collectivities of all kinds (e.g. formal organisations, geographical areas).

a)

Before agreeing to undertake any project of piece of research, the researcher must be satisfied that the knowledge sought is not already readily available.

b)

In all circumstances, researchers must consider the ethical implications of their research and the physiological, psychological, social, political and economic consequences of it for the participants.

c)

The researcher is responsible for obtaining informed and freely given consent from each individual who is to be a subject of study or be personally involved in a study (though this may not be possible when records form the basis of research). The researcher should explain as fully as possible and in terms meaningful to the subjects what the research is about, who is undertaking and financing it and why it is being undertaken. He or she must make explicit the subject's right to refuse to participate or to withdraw at any stage of the project, and this right must be respected. When it is not possible to obtain informed consent, special consideration must be given to the interest and welfare of subjects/informants/participants. The Department of Health (1991) indicated: "Some research proposals will draw their subjects from groups of people who may find it difficult or impossible to give their consent, for example the unconscious, the very elderly, the mentally disordered or some other vulnerable group. In considering the proposals, the LMEC should seek appropriate specialist advice and they will need to examine the proposal with particular care to satisfy themselves that proceeding without valid consent is ethically acceptable."

d)

If the subject, for any reason, is unable to appreciate the implications of participation, informed consent must be obtained from parents or legal guardian, in the case of children or by way of a court declaration in the

34

case of the mentally incapacitated. In English law, it is no defence to undertaking research of no therapeutic benefit to a patient that there is a probability or possibility that the research will be of benefit to humanity or to posterity. This affords no defence in the event of legal proceedings. The individual has rights that the law protects and nobody may infringe these rights for the public good. There are particular difficulties in obtaining the consent of mentally incapacitated people and children. In the case of children, where it is impossible to obtain informed consent from the child, then it may be permissible to obtain the consent of a parent or guardian if that is in the best interests of the child. However, there is currently no provision in English law for proxy consent on behalf of a mentally incapacitated adult. Nevertheless, research that does not involve physical contact with the subject would probably be lawful even though informed consent could not be obtained. The Committee of Ministers of the Council of Europe issued a Recommendation (No. RC90131) to governments of member states to adopt legislation. In Principles 4 and 5 it states:

35

"Principle 4 A legally incapacitated person may only undergo medical research where authorised by Principle 5 and if his legal representative, or an authority or an individual authorised or designated under his national law, consents. If the legally incapacitated person is capable of understanding, his consent is also required and no research may be undertaken if he does not give his consent. Principle 5 1. A legally incapacitated person may not undergo medical research unless it is expected to produce a direct and significant benefit to his health. 2. However, by way of exception, national law may authorise research involving a legally incapacitated person which is not of direct benefit to his health when that person offers no objection, provided that the research is to the benefit of persons in the same category and that the same scientific results cannot be obtained by research on persons who do not belong to this category". The Royal College of Physicians (1990), in Research Involving Patients, suggested that: "with some exceptions such as observational research which carries no risk and is not intrusive, patients should know that they are taking part in research and research should only be carried out with their consent. (Many mentally handicapped and mentally ill patients will not be able to give this consent, but) a strong ethical case can be made out for non-therapeutic research (involving only minimal risk) in mentally handicapped patients because only through better understanding of their condition can care for such patients be improved. We think that the best guidance under these circumstances might be that there

36

should be agreement by the close relatives or guardians and that the mentally handicapped individual seems to agree to the procedure." However, the Royal College of Psychiatrists (1990), in Guidelines for Ethics of Research Committees on Psychiatric Research involving Human Subjects, argued that: "Research is an essential in psychiatry as in any other branch of medicine. While there are ethical problems in carrying out research, it is unethical to fail to do research because this deprives present and future patients of the possibility of more informed and better treatment as well as the (more distant) prospect of prevention of psychiatric disorder."

However,

it

is

reiterated

that

English

law

does

not

currently

permit

guardians/parents or anyone else (apart from the mentally incapacitated adult himself/herself in certain limited cases) to give consent on behalf of mentally incapacitated adults. The only certain way that a researcher can proceed lawfully is to seek a declaration from the court that the proposed research procedures are lawful. e) If the subjects are being accessed as patients or information is being abstracted from medical records, then the guidelines issued by the MRC (MRC Ethics Series) should be followed. f) If the nature of the research is such that fully informing subjects before the study would invalidate results, then whatever explanation is possible should be given to the subjects. There must be provision for appropriate explanation and debriefing to the subject on completion of the study. g) An investigator should seek the opinion of experienced and disinterested colleagues whenever his or her research requires or is likely to involve: deception being built into the investigation deception concerning the basis of subject selection

37

 psychological or physiological stress, or encroachment on privacy Geographical or institutional isolation of the investigating researcher increases rather than decreased the need to seek colleagues' advice. h) Deception of subjects, or withholding relevant information from them,

should occur only when the investigator is satisfied that the aims and objectives of the research cannot be achieved, or the welfare of subjects assured, by any other means. Where deception has been necessary, revelation should normally follow participation as a matter of course. When the subjects' behaviour makes it appear that revelation could be stressful, or when to reveal the basis of subject selection would be distressing, the extent and timing of such revelation should be influenced by consideration for the subjects' psychological welfare. Where deception has been

substantial, the subject should be offered the option of withholding the data, in accordance with the principle of participation by informed consent. i) Explanations to subjects should include information as to how their names came to the knowledge of the researcher. Researchers should identify themselves and the organisation responsible for the study and leave with the subjects a written note giving this information together with a brief statement concerning the nature of the study. j) Research subjects must be assured protection against physical, mental, emotional or social injury. No harm must come to them as a result of being involved in the study insofar as the present state of knowledge allows. k) The nature of any promise of confidentiality or anonymity, or restrictions on the use of information, must be made clear to the subjects and strictly adhered to. l) The researcher should be aware of and seek to avoid the danger of raising false hopes or unnecessary anxieties.

38

m) The researcher should be aware that the use of records can present particular problems in relation to confidentiality. n) Where possible, an agreed contract should be signed by subjects. 2.

Integrity of the Researcher a) The researcher must possess knowledge and skills compatible with the demands of the investigation to be undertaken and must recognise and not overstep the boundaries of his or her research competence. Researchers should not accept work they are not qualified to carry out. b) On the Research Ethics Release form or Request for Ethical Approval form the researcher must acknowledge the ways in which his or her presence may affect the subjects of the study. c) In all cases where the researcher has a personal interest in the subject(s) -including cases where they are students taught by the researcher - a Request for Ethical Approval form must be completed and the interest declared. d) The researcher has responsibility, within the limits imposed by his or her regard for the interests of the subjects, to publish or make otherwise available the results of the research, displaying or making available schedules or other research tools and reporting all relevant data, including negative evidence. Limitations on the validity of the conclusions and the extent to which they can be generalised should be stated. e) f) The reporting of results should be truthful and accurate. As is common practice in any publication, acknowledgements should be made of the contributions of others, but permission must be obtained before names are cited or quotations or acknowledgements made apart from those in already published works, which are governed by copyright. g) The researcher should be aware that he or she has some responsibility for the use made of the research and should not ignore its misuse.

39

h)

The researcher has a responsibility for the advancement of the theory and methods of the field of study in which he or she is working.

i)

The researcher is responsible for adherence to the code of ethics by members of his or her team and by any students working under his or her guidance.

3.

Relations with Sponsors, Employers and Colleagues a) Researchers have an obligation to make clear to their employers or sponsors that they cannot undertake work outside their research competence and to decline work where limitations of competence or facilities in terms of money, time, personnel or equipment are such as to make the achievement of the research aims improbable. b) The researcher must make clear to his or her employer or sponsor that 'solutions' to problems cannot be guaranteed and should make explicit the limitations of the proposed research. c) The terms under which is being carried out should be stated in a clear way with as much detail as possible, to avoid misunderstanding. d) The researcher has a responsibility to notify and obtain agreement from employer and/or sponsor for any proposed departure from the terms of reference or proposed change in the nature of the project.

e)

If any project is subject to material change in its nature after an Ethics Release form has been signed or Ethical Approval has been granted, a further Ethics Release form must be completed, or Ethical Approval be applied for, as appropriate.

f)

When research is undertaken in a formal organisation, it is wise to clarify in advance the responsibility of the research worker to the organisation, the lines of communication, and the means of settling any problems that may arise.

40

f)

(ii)

a)

Unless this is agreed previously, the researcher has no

responsibility for the service, care/treatment or advice given to patients/clients/subjects and should make this clear. Intervention should be confined to occasions where a potentially harmful situation appears imminent. b) He or she must exercise great care not to interfere in the professional/client or employer/employee relationship. (ii) If the nature of the project specifically identifies procedures or practices which are to be the subject for controlled experimental investigation, agreement must be reached in advance with those responsible for the service, care or advice as to the respective responsibilities of the researcher and the employees of the organisation. (iii) Action research presupposes interaction between the researcher and the subjects, and the intervention must be mutually agreed.

4.

Responsibilities of Data Collectors a) Employees and students agreeing to assist with data collection must adhere to any ethical code applicable to the data collection which they are employed to collect or otherwise binding on their professional body. b) Employees and students acting as data collectors must recognise that they are now committed to two separate roles. Information which is confidential to them as employees and students cannot be made available to the research team unless this has been previously agreed in consultation with a director of Studies or an ethical committee. Data collected for a research team is confidential to the research team and cannot be used in daily work or for any other purpose without permission of the head of the research team and the subject.

41

c) Employees and students invited to participate in trials of commercial products must exercise special care to avoid being involved in inappropriate methods of data collection and to avoid any association with the advertising of a product.

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13. APPENDIX E - Personal Record of Dissertation Development RECORD OF

Name of Student: Date Meeting 1 Meeting 2 Meeting 3 Meeting 4

Route: ........................ Synopsis of discussion and action agreed Student and Academic's Signature

Attached: Copies of e-mail correspondence, Notes and dates of phone conversations. Please use additional sheet if required.

MEETINGS, DISCUSSIONS, E-MAILS, PHONE CALLS, ETC

14. 15.
90% - 100%

APPENDIX F - University UNDERGRADUATE Assessment Marking Criteria for level 3 Level 3

Exceptional work. Presentation is logical, error-free and, where appropriate, creative. There is an in-depth understanding of issues/problems and excellent critical/deep engagement with the material and concepts involved. Very skilful interpretation of data. Arguments, ideas and, where appropriate, solutions are presented coherently and fully underpinned by thorough research and reading. Outstanding work with presentation of a very high standard. There is comprehensive understanding of key concepts and knowledge and clear evidence of critical analysis and insight. Accurate interpretation of data with arguments, ideas and solutions presented effectively and based on strong research and reading. Extremely good work with presentation of a high standard. Demonstrates an excellent knowledge base with a clear understanding of the issues and application to practice where appropriate. There is some effective critical and analytical application of relevant research and reading. The work is very good, logically structured and presented to a high standard. Demonstrates a strong knowledge base with a clear understanding of the issues and application to practice where appropriate. There is some critical and analytical application of relevant research. The work is clearly presented and logically structured. It shows evidence of a sound understanding of the topic and addresses major issues. The work contains some discussion and interpretation of relevant perspectives although further development of the arguments presented would be beneficial. There are examples of critical reflection and evidence of application of theory to practice. Adequate presentation. The work displays basic knowledge and understanding of the topic but is largely descriptive. There is an attempt to bring together different ideas and concepts although this would have been strengthened by the inclusion of further key issues. The structure of the work requires attention to its coherence and logical development of content. The link between theory and practice, where appropriate, is somewhat tenuous and its development would enhance the work considerably The work is poorly presented and contains numerous errors, inconsistencies and omissions with limited use of source material. The work displays a weak knowledge base and a lack of sufficient understanding of the topic. There is little or no evidence of the application of theory to practice where appropriate. It contains many unsupported statements with little attempt to bring issues together and lacks critical analysis and reflection. The work is very poorly presented and contains numerous serious errors, inconsistencies and omissions with little use of source material. The work displays a very weak knowledge base and a lack of sufficient understanding of the topic. There is little or no evidence of the application of theory to practice where appropriate. It contains many unsupported statements with little attempt to bring issues together and there is a complete lack of critical analysis and reflection. FAIL |

29% AND BELOW -

30% - 39% FAIL

40% - 49%

50% - 59%

60% - 69%

70% - 79%

80% - 89%